幼兒聲韻覺識能力探討與相關因素分析

Issues in Studying Phonological Awareness Development in Chinese Preschool Children

本研究旨在探討四、五歲學齡前幼兒及七歲小一學齡兒童聲韻覺識的 發展。不同年齡的受試者都接受托尼非語文智力測驗、注音符號認讀，聲 母以及韻母的聲韻覺識測驗。研究結果發現小一在聲母以及韻母的聲韻覺 識能力都優於四歲以及五歲，後兩者則無差異，顯示學校標音符號教學以 及年齡可能影響聲韻覺識能力的發展。進一步將非語文智力以及注音符號 認讀能力視為共變數，進行共變數分析，發現三組在聲母覺識的表現沒有 差異，但是韻母覺識的表現，還是呈現小一優於四、五歲的現象，顯示聲 母覺識的發展受到標音符號教學的影響，但是韻母覺識除了受到標音符號 教學的影響外，還可能受到年齡成長的影響。

The study aimed to investigate the development of phonological awareness among preschool children， four or five years old， and children who were first-grade students， seven years old. Subjects performed ZhuYinFuHao recognition test， nonverbal IQ test， and phonological awareness tests at the grain-size of initial and final. The study found that seven-year-old children outperformed kindergarten students at the two kinds of phonological awareness tasks， showing that age and schooling may affect the awareness of initials and finals. Further， we examined the effect from maturation by ANCOVA analysis which statistically removing the effects from ZhuYinFuHao recognition ability and nonverbal IQ， we observed that there was no age difference for initial， but the effect that seven years old outperformed than the four and five years old was still existing. We concluded that the development of phonological awareness at the level of initial was moderated by ZhuYinFuHao instruction， at the level of final， both the natural maturation and ZhuYinFuHao instruction influenced the awareness. The paper also addressed the issues of the phonological awareness assessment for pre-school children， including whether the preschool children performed beyond the guessing rate and the reliability of a test.